Summer school 2012

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Summer School Biology 2012

Course runs 8am - 11:15am June 11 - June 29
Day 1 -
What is evolution?
  1. Complete your CLP
  2. Complete your introductory activity
  3. View: http://www.pbs.org/wgbh/nova/evolution/darwin-never-knew.html#
  4. complete the study guide / reflection / group discussions

Day 2 -
MRSA
  1. read Information about MRSA outloud,
  2. answer the questions in small groups,
  3. participate in the discussion;
  4. read the information from the Minnesota Department of Health about MRSA;
  5. work with table partners to create an informational poster for student athletes regarding MRSA
  6. complete the compare and contrast (your poster vs classmate's poster) after presentations

Day 3
Genetic Disorders and Inheritance -
Pax 6
  1. Listen to a short passage about Aniridia (an eye disorder) and discuss it in class
  2. read about PAX6
  3. examine the images of PAX6
  4. compare the amino acid sequences of humans, mice, zebrafish and fruit flies with both normal and mutant Pax 6 genes
  5. discuss the function of Pax6
  6. discuss the implications of many species having almost exactly the same gene with the same function
  7. complete the Pax6 worksheet
Tay Sachs
  1. view a video on Tay Sachs
  2. anwer the questions on Tay Sachs
  3. compare and contrast Tay Sachs and Pax 6
Debate:
  1. debate whether or not people should undergo genetic testing for diseases and if they should allow these tests to impact their decision to have children
Evolutionary Tree
  1. examine an evolutionary tree diagram and determine relationships and ancestry

Day 4
Lab - investigating lactose intolerance and evolution
  1. listen to the introduction on Lactose and lactose intolerance
  2. view the animations at http://www.hhmi.org/biointeractive/evolution/animations.html
  3. view the online lesson at http://www.hhmi.org/biointeractive/evolution/Lactase_Regulation/01.html
  4. follow the lab procedure step by step
  5. use the web resources provided to investigate lactase persistence in different geographic regions Web resource: lesson 2 lactose intoleranceComplete the worksheet as you work
  6. Complete the 2 question worksheet on The Genetic Basis for Lactase Persistence
  7. Complete the 3 question worksheet on Lactase and Human Evolution
  8. Evaluate the data presented
  9. Summarize Lactase Persistence and nonpersistence
  10. view: Holy Cow: http://video.pbs.org/video/995219004/


Day 5
investigating a mystery disease
Thalassemia
  1. investigate the information about the patients assigned to you; record your data in your chart
  2. visit the Web resources: Lesson 3 Evolutionary Processes and Patterns Inform Medicine
  3. share your findings with the class; explain how you made your diagnosis; add your data to the class data chart
  4. complete a KWL on thalassemia
  5. read the information on thalassemia and check out the sites: http://www.mayoclinic.com/health/thalassemia/DS00905 , http://www.youtube.com/watch?v=HTKyneuuDEE&feature=related
  6. work in small groups to answer the "alpha-globin and variations" questions
  7. look at the alleles that cause Thalassemia, demonstrate how the alleles are passed on from the parents and determine the potential genotypes for offspring.
Malaria
  1. View a video summary of malaria http://www.youtube.com/watch?v=szlfndj0TFE , http://www.youtube.com/watch?v=dGbgye4soSQhttp://www.youtube.com/watch?v=H_OyT6clx1s (13:03 - 22:00)
  2. Compare the occurance / geography of thalassemia (genetic disorder) with that of malaria (parasitic infection)
  3. Answer the questions on the worksheet Summing up thalassemia, malaria and evolution

Day 6
Cleft Lip and Palate
  1. Read about cleft lip and palate in your table group and work together to complete the worksheet
  2. share your findings with the class and participate in the whole class discussion

EvoPrints: Weblesson 4 Evolutionary Processes and Patterns Inform Medicine (click on activity 2, then view the tutorial and complete the accompanying worksheet)
  1. complete the evotutorial with your partner and work together to complete the worksheet
  2. move on to the evoprint comparisons web activity
  3. use the worksheet to guide yourself through the evoprint comparisons
  4. complete the comparisons and worksheet

video preview: watch the Influenze Epidemic
http://www.pbs.org/wgbh/americanexperience/films/influenza/player/

Day 7
Evaluating evolutionary explanations
*you will get to choose your groups today:)
  1. review your findings about influenza from yesterday's video: what did you already know that was confirmed in the video, what new learning occured, what questions do you still have?
  2. work in table groups to read outloud the email from viroformatics
  3. Your summative task will be to create an informational brochure about influenza to share with teens.
  4. Use the question outline to guide your work as you research influenza; your primary resource will be "introduction to influenza" from the National Institute of Health
  5. Complete the Influenza sequencing activity
  6. Go to the Web and visit: Weblesson 4 Using evolution to understand Influenza
  7. Alone or with a partner explore the data bases, examine the sequences, conduct the calculations needed to complete the "exploring a genetics database" worksheet
  8. In your table groups, read out loud the passage about "influenza and the immune system" and answer the accompanying questions
  9. CREATE YOUR BROCHURE
  10. PRESENT your brochure to the class for peer review

Day 8
View a fictional video about an evolving infectious disease.
  1. Trace the emergence of the virus, mutations of the virus and the development of an immunization through time.
  2. You will also complete the movie worksheet as you view:
    I am legend.docx

Day 9
Day 10
Day 11
Day 12